curriculum for wales 2022 progression steps

Our school curriculum has been developed using the principles of co-construction. Schools can use our assessment frameworks to help prepared for the new Curriculum for Wales 2022. experiences and skills for careers and the workplace, learning about local, national and international contexts. LASZLO FEDOR CURRICULUM for Wales: Mastering Mathematics for 11-14 year (Poche) - EUR 37,58. How we are progressing towards all schools becoming learning organisations. Identified improvements should then, in turn, be reflected in daily practice. The draft guidance on assessment arrangements to support the Welsh Ministers curriculum was made available on 1 September 2022. Track - Monitor coverage and progress across the five progression steps to help identify next steps for individual pupils and whole cohorts. Effective engagement with parents and career can also provide assurances to parents in respect of their learners progress, the realisation of the curriculum and the support being offered to learners. Twinkl Curriculum for Wales / Cwricwlwm i Gymru Curriculum for Wales - English Medium Progression Steps Progression Step 3 Mathematics and Numeracy. When implementing their assessment arrangements, their own or those provided by Welsh Ministers, providers of funded non-maintained nursery education (FNNE) will, have to have regard to this guidance. . These include the key principles and purpose of assessment as outlined in this guidance along with other statutory guidance published alongside subordinate legislation such as the guidance to Support Transition from Primary to Secondary schools. DOWNLOAD ALL Identifying key chemistry skills The chemistry skills template (progression step 4) offers a template and example, summarising the skills developed during progression step 4, as outlined in the curriculum planning support document. Learners should be involved in the transition process to provide insight into what motivates them, what their preferences are, how they learn, what barriers there may be to their learning, and what their strengths and areas for development are, as well as to suggest potential next steps. January has been chosen to fit best with curriculum planning cycles in schools and settings. Teachers will have more freedom to teach in ways they feel will have the best outcomes for their learners. iBSL is no longer a CCEA Regulation recognised awarding organisation. Secondary schools are also encouraged to engage with leaders of post-16 settings, for example, further education institutions. All maintained schools and settings using the new curriculum and assessment arrangements, ambitious, capable learners ready to learn throughout their lives, enterprising, creative contributors, ready to play a full part in life and work, ethical, informed citizens of Wales and the world. Focus on how to take the pedagogy of the Foundation Phase into Key Stage 2, and begin to use new terminology for the phases; PS1, PS2, and PS3. Progression Steps and Achievement Outcomes . School and setting leaders are best placed to develop the most appropriate arrangements to enable practitioners to participate in professional dialogue for the purpose of developing a shared understanding of progression. Change), You are commenting using your Facebook account. The foundation for this engagement and partnership is establishing: Schools and settings must design and/or adopt a curriculum that enables learners to realise the four purposes, providing for appropriate progression for all learners. Poster outlining the 4 purposes of education for children and young people. As such, practitioners should assess all learners across the 3 to 16 continuum based on the progression articulated in their school or settings curriculum and in their planned learning intentions. Families engage enthusiastically with this considered approach to homework. The new curriculum will be introduced in all publicly funded nursery settings and primary schools this September. Assessment methods and techniques should be selected, and adapted where appropriate, according to the needs of the learner. While Key Stages 2, 3 and 4 will disappear the principles of the Foundation Phase will remain the same but will become a part of one seamless curriculum for children aged 3 to 16 providing more joined up learning. To develop and maintain a shared understanding of progression, the teacher in charge and management committee of a PRU, and the local authority that maintains it, must: We strongly advise that PRUs participate in professional dialogue for the purpose of developing and maintaining a shared understanding of progression when approached by schools to which, or from which, they have learners transitioning and/or dual registered learners. It differs to some extent in structure and content to other parts of the United Kingdom, in the later case particularly in . These progression steps are set out as a series of achievement outcomes, which are broad expectations of learning over two to three-year periods. This article provides an overview of education in Wales from early childhood to university and adult skills.Largely state funded and free-at-the-point-of-use at a primary and secondary level, education is compulsory for children in Wales aged five to sixteen years old. This may include specialist educational support and support from other agencies (for example health services), provide information about learning progression that has taken place and been assessed in other contexts (for example for learners in joint placements between a school and another setting). As such, assessment for qualifications is separate to this guidance. They are not a series of criteria to be directly assessed against, nor can they be assessed by discrete assessment tasks, independent of learning and teaching activities. When are students first introduced to key topics? in secondary schools, with practitioners from at least one other secondary school to support collaboration and coherence across the latter stages of the 3 to 16 continuum. the pace and challenge of expectations the process of developing a shared understanding enables practitioners and schools and settings to explore whether their expectations for learners are sufficiently challenging and realistic and whether any support is required by individuals, further supporting equity for all learners, provide ongoing opportunities for practitioners to reflect on their understanding of progression and how it is articulated in their curriculum, thus feeding into their curriculum and assessment design, planning and self-evaluation and improvement processes, provide ongoing opportunities for practitioners to compare their thinking to other similar schools and settings, providing a level of consistency of expectation while retaining local flexibility, strengthen understanding of approaches and practice between schools and settings, including, where relevant, funded non-maintained nursery settings, PRUs and other EOTAS providers, within their school; and across their school cluster group(s). Women Lawyers Association of NSW - An opportunity for female law . Tes Global Ltd is Practitioners should support and challenge learners effectively to ensure they each make progress. Temporarily modifies the requirement for schools and funded non-maintained nurseries to provide the basic curriculum and associated assessment arrangements. Enterprising, creative contributors who are ready to play a full part in life and work. We are therefore introducing a new framework for evaluation, improvement and accountabilityso that they support the realisation of Curriculum for Wales. From 31 January 2023, the Curriculum for Wales framework guidance has been updated. If you are a parent or carer, a learner, an employer or someone with a general interest in the curriculum, or a particular part of it, you can find out how education is changing. When making, implementing, reviewing and revising assessment arrangements and classroom practice, those responsible should adopt the principles set out in this guidance and must have regard to its contents to support progression. on-entry assessment arrangements for funded non-maintained nursery settings. The proposals cover six key principles as outlined in the infographic below: What happens after the assessment proposals are published on 30 April? Cornerstones Director Simon Hickton provides an overview of Ofsted's latest publication, Finding the optimum: the science subject report. The proposals make it clear that assessment is an integral part of learning and teaching and should not be conflated with external accountability and national monitoring activities. Changes include: In addition, we have included changes to the Humanities Area regarding the history of Wales and the world. The proposals, further evolved following feedback, will form the basis of statutory guidance which schools will have to have regard to when developing andundertaking assessment in the new curriculum. The assessments must be taken annually in line with the statutory guidance provided in the, Increasing breadth and depth of knowledge, Deepening understanding of the ideas and disciplines within Areas, Refinement and growing sophistication in the use and application of skills, Making connections and transferring learning into new contexts, inform communications and engagement activity with parents and carers, support the transition of learners along the 3 to 16 continuum, help practitioners and leaders develop their understanding of progression, review and revise the curriculum and corresponding assessment arrangements, identify where improvement and support are needed as part of the school or settings self-evaluation process, their joint expectations for how learners should progress and how knowledge, skills and experiences should contribute to this in schools and settings curricula drawing on the principles of progression, statements of what matters and descriptions of learning, how to ensure coherent progression for learners throughout their learning journey and in particular at points of transition (for example, across and between primary and secondary school; across and between funded non-maintained nursery settings and primary schools, or schools and EOTAS providers; and from year to year within a school/setting). Getty The new curriculum for Wales Six areas of learning and experience 1 Maths and numeracy 2. To fully support progression along the 3 to16 continuum, schools and settings should work collaboratively in their clusters and across wider networks. 3 thoughts on " Wales' new curriculum and assessment arrangements are being built on . Progression is not linear and different learners are likely to progress in markedly different ways. A clear, holistic picture of the learners progression across the school curriculum should be provided to support their continuing journey along the continuum of learning. In doing so, they should take into account the diverse needs of individual learners across the breadth of the curriculum. It will be important for all practitioners to familiarise themselves with the detail. . Timeline of events for the work carried out between June 2020 and March 2021 on diversity in the curriculum. been dismissed. The new curriculum will include: 6 Areas of Learning and Experience from 3 to 16 3 cross curriculum responsibilities: literacy, numeracy and digital competence progression reference points at ages 5, 8, 11, 14 and 16 achievement outcomes which describe expected achievements at each progression reference point. This should be in an accessible manner which both maximises parents and carers engagement and understanding. Therefore, to develop and maintain a shared understanding of progression, local authorities must make arrangements to: We recommend that local authorities encourage EOTAS providers to participate in discussions relating to progression when approached by a school to which, or from which, they have learners transitioning and/or dual registered learners. Progression steps will now be in place at ages 5, 8, 11, 14 and 16 relating to broad expectations of a childs progress. Ethical, informed citizens who are ready to be citizens of Wales and the world. An 'alertDismissed' token is used to prevent certain alerts from re-appearing if they have In reality, some discussions between secondary schools and their feeder primary schools may contribute to both developing and maintaining a shared understanding of progression and supporting transition arrangements. Two Saints offers housing & support services in Berkshire, Hampshire (85%) and on the Isle of Wight. The new assessment arrangements will need to ensure that learners make progress at an appropriate pace along that continuum. There is a clear link between these discussions and transition arrangements both within and between schools and settings. It is integral to learning and teaching and it requires effective partnerships among all those involved, including the learner. Schools and settings have flexibility on what specifically they wish to discuss as part of this professional dialogue. Ratio and Proportion , 4. Results of online survey and stakeholder sessions into the mandatory status of English in the Curriculum and Assessment (Wales) Bill. In line with the new curriculum, the legislation to come into effect in September 2022 set out how arrangements to assess progression must be designed alongside the curriculum, with requirements on schools that include for every learner: ongoing assessment throughout the school year to assess progress; identification of next steps in progress . . Learner progression along a continuum of learning from ages 3 to 16 is central to Curriculum for Wales. This will also support a schools self-evaluation processes, but should not be used for the purposes of external accountability. Following a feedback period which ended in July 2019, the refined version will be available in January 2020, which will be used throughout Wales from 2022. When designing their curriculum, schools and settings should consider what information that flows from assessing learner progress needs to be gathered and recorded in order to illustrate and record progress in learning, along with when this should take place and in what level of detail. I can listen to, understand and use basic concepts in language, e.g. Updated Help for 2022 Catch-up Resources Remote Learning Support Home Learning Hub Digital Teaching Help . The new curriculum for Wales has removed levels, replacing them with Progression Steps. Having read this guidance, what other schools or settings do you feel it would be helpful to start building relationships with to discuss progression? Curriculum for Wales: Statements of What Matters Code Legislation Curriculum for Wales: Statements of What Matters Code Sets out the 27 statements of what matters across the 6 areas of learning and experience. They also have a role in establishing processes which support the engagement and involvement of EOTAS settings with primary and secondary schools or PRUs with whom they have relationships due to the movement of learners between them. Effective self-evaluation will involve schools and settings reflecting on their approaches to planning, developing and implementing curriculum and assessment arrangements, to ensure they are supporting learner progression. Staff know their pupils well. It can also be used as a basis for communicating and engaging with parents and carers. The national approach to professional learning (NAPL), Curriculum and Assessment (Wales) Bill: Overview, Teaching about the multiethnic nature of Wales: teachers prompt sheet, Preparing learners for a new Curriculum: guidance for governors, Successful futures: report on responses to the great debate, Cwricwlwm Cymreig review group: final report, Black, Asian and Minority Ethnic Communities, Contributions and Cynefin in the New Curriculum Working Group: interim report, Relationships and sexuality education (RSE) pilot in schools: final report, The Curriculum Requirements (Amendment of paragraph 7(5) of Schedule 17 to the Coronavirus Act 2020) (Wales) Regulations 2020, Scoping study for the evaluation of the curriculum and assessment reforms in Wales: government response, Notice to disapply curriculum requirements, Black, Asian and Minority Ethnic Communities, Contributions and Cynefin in the New Curriculum Working Group: final report, The Curriculum and Assessment (Wales) Bill: impact assessments, Mandatory status of English in the Curriculum and Assessment (Wales) Bill: summary of responses, The Curriculum and Assessment (Wales) Act: explanatory memorandum, Curriculum for Wales: Statements of What Matters Code, Modification of Curriculum Requirements in Wales Notice 2021, Curriculum for Wales: Relationships and Sexuality Education (RSE) Code, Black, Asian and Minority Ethnic Communities (BAME), Contributions and Cynefin in the New Curriculum Working Group, Audit Wales report on the new Curriculum for Wales: government response, Teaching about the multiethnic nature of Wales: vision statement, Annual report on implementation of the recommendations from the Black, Asian and Minority Ethnic Communities, Contributions and Cynefin in the New Curriculum Working Group report, Direction relating to developing and maintaining a shared understanding of progression. More information on each of these main participants is detailed below. They should enable learners to appreciate where they are in their learning, where they need to go next and how they will get there. Future updates will be made each January, so practitioners can be sure that it is completely up to date all year. The independent Audit Wales report on the Curriculum for Wales published on 26 May recognised the integrated nature of the wider education reform agenda: the fundamental importance of professional learning and pedagogy, the work on school improvement, self-evaluation and accountability, the reform of qualifications, and the important role of Our response to the scoping study for the evaluation of the curriculum and assessment reforms in Wales. The curriculum is underpinned by the school's Christian vision and associated values. However, decisions relating to the frequency of meetings and engagement opportunities lie with the school/setting leaders. Maths Week is an event that you can hold at your school at any time of the year to promote the importance of mathematical skills and show how we use mathematics and numeracy in our everyday lives. Supporting materials on curriculum design, progression and assessment can be found on Hwb. Ga naar zoeken Ga naar hoofdinhoud. This focuses on understanding what it means to make progress in a given area or discipline as learners increase the depth, breadth and sophistication of their knowledge and understanding, skills and capacities, and attributes and dispositions. Formative assessment* will have priority under the new arrangements with the focus on ensuring that learners understand how they are progressing and what they need to do next. This focus does not relate to external reporting, but contributes to a school or settings understanding of what it needs to know and reflect on about its learners in order for them all to maximise their potential, as well as its identification of specific challenges and support that particular groups or individual learners might need. There has been a lot of focus on work experience over recent years, with two of the Gatsby Benchmarks in England directly related (5. Four overarching aims guide the entire curriculum. Therefore, supporting learner progression is a requirement for all maintained schools and settings. This is a move away from the current system where judgements are made on the overall attainment of a learner in a subject at a specific age through the allocation of a level on a best fit basis. A timetable for various meetings/engagement opportunities. Welsh Governments response to Audit Wales report on the Curriculum for Wales. Some questions we will attempt to answer include; What are the absolute key skills and knowledge required to make progress in maths? Working within the Curriculum for Wales framework, overall assessment arrangements at a school or setting level are a matter for individual schools and settings to determine as they design their own curriculum. Designing your curriculum 3. The change includes a move to online Personalised Assessments from National Tests. The Curriculum for Wales framework guidance will be updated annually in January of each year. These Regulations amend Schedule 17 to the Coronavirus Act 2020 to enable the Welsh Ministers to make a notice to temporarily dis-apply certain curriculum requirements and their associated assessment arrangements. Contributeur: Laszlo Fedor (Contributions by), Jonathan Agar (Contributions by).

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